Arab World English Journal (AWEJ) Volume 13. Number3.  September 2022                                    Pp.236-253

Full Paper PDF 

A Case Study on the Effectiveness of Applying Content and Language Integrated Learning
in an Artificial Intelligence English Reading Course

Jingwei Tang
Graduate School of Human Sciences
Assumption University.  Bangkok, Thailand
Corresponding Author:

Joseph Foley
Graduate School of Human Sciences
Assumption University.  Bangkok, Thailand


Received: 07/06/2022                     Accepted: 08/27/2022                Published:09/24/2022


The present study was a case study on the application of Content and Language Integrated Learning (CLIL) for an Artificial Intelligence (AI) English reading course in the Chinese general English education (GEE) context. It aimed to investigate the effectiveness of CLIL in improving EFL learners’ AI general knowledge. It was significant for the practice of applying CLIL in China and provided some recommendations for the teaching of AI English. This study proposed two research questions: 1. What are the effects of CLIL in improving students’ AI general knowledge?; 2. How do students perceive CLIL? An Artificial Intelligence English reading course was conducted as a teaching experiment in a GEE class of 45 students at Chongqing Technology and Business University, China. Both quantitative and qualitative methods were applied in data collection and data analysis. Research results indicated that Content and Language Integrated Learning effectively improved EFL learners’ AI general knowledge and was a teaching method applicable to most students taking part in the teaching experiment. CLIL was worthy of being further implemented and studied in the Chinese GEE context. Besides, the research results also suggested that AI-related content was feasible in Chinese GEE. Students demonstrated the need to learn both general and professional AI knowledge. AI English was a subject that needs to be further explored
Keywords: Artificial Intelligence, Artificial Intelligence English reading course, Artificial Intelligence general
knowledge, Chinese general English education, Content and Language Integrated Learning

Cite as: Tang, J., & Foley. J. (2022). A Case Study on the Effectiveness of Applying Content and Language Integrated Learning in an Artificial Intelligence English Reading Course . Arab World English Journal, 13 (3) 236-253.


Arkoudis, S. (2005). Fusing pedagogic horizons: language and content teaching in the mainstream. Linguistics and Education, 16(2), 173-187.

Baecher, L., Farnsworth, T., & Ediger, A. (2014). The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research, 18(1), 118-136.

Bigelow, M. H. (2010). Learning to plan for a focus on form in CBI: The role of teacher knowledge and teaching context. In J. Davis (Ed.), World Language Teacher Education: Transitions and Challenges in the Twenty-first Century (pp.35-56). Charlotte, NC: Information Age Publishing.

Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251-269.

Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education & Bilingualism, 10(5), 543-562.

Echevarria, J., Vogt, M., & Short, D. (2009). The SIOP Model for Teaching Mathematics to English Learners. Boston: Allyn & Bacon.

Evnitskaya, N., & Morton, T. (2011). Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education, 25(2), 109-127.

Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37(2), 247-265.

Harley, B., Allen, P., Cummins, J., & Swain, M. (Eds). (1990). The Development of Second Language Proficiency. Cambridge: Cambridge University Press.

Hoare, P. (2010). Content-based language teaching in China: Contextual influences on implementation. Journal of Multilingual and Multicultural Development, 31(1), 69-86.

Huang, K.-M. (2011). Motivating lessons: A classroom⁃oriented investigation of the effects of content-based instruction on EFL young learners’ motivated behaviours and classroom verbal interaction. System, 39(2), 186⁃201.

Chang, J., Liu, X., & Deng, Y. (2009). Impacts of Content-based Instruction Reform on Students’ Reading Comprehension. Chinese Foreign Languages, 29(3), 40-53.

Jakonen, T., & Morton, T. (2015). Epistemic search sequences in peer interaction in a content-based language classroom. Applied Linguistics, 36(1), 73-94.

Liebscher, G. & J. Dailey-O’Cain. (2005). Learner code-switching in the content-based foreign language classroom. The Modern Language Journal, 89(2), 234-247.

Lingley, D., Nunn, R., & Otlowski, M. (2006). ELT curriculum reform project: collaborative design of units of instruction. Kochi University Reports of Educational Research & Activity, 10.

Lorenzo, F. (2007). An analytical framework of language integration in L2 content-based courses: The European dimension. Language and Education, 21(6), 502-514.

Lyster, R. (2007). Learning and Teaching Languages Through Content: A Counter-balanced Approach. Amsterdam: John Benjamins.

Mi, B. (2015). New development in Content and Language Integrated Learning research abroad. Modern Foreign Languages (Bimonthly), 38(5), 715-725.

Schleppegrell, M., Achugar, M. & Orteíza, T. (2012). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38(1), 67-93.

Short, D. (2002). Newcomer programs: an educational alternative for secondary immigrant students. Education & Urban Society, 34(2), 173-198.

Short, D. (2012). Language learning in sheltered social studies classes. TESOL Journal, 11(1), 18-24.

Snow, M. A., Met, M., & Genesee, E. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201-217.

Stryker, S. B., & Leaver, B. L. (eds.). (1997). Content-based instruction foreign language education: models and methods. NUML Journal of Critical Inquiry, 13(1), 1-22.

Wolff, D. (2003). Content and language integrated learning: A framework for the development of learner autonomy. In D. Little, J. Ridley, & E. Ushioda, (eds.), Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (pp.211-222). Dublin: Authentik.

Yuan, P. (2012). On the Impact of CBI on EFL Learners’ Motivation and Anxiety in College English Context. Journal of PLA University of Foreign Languages, 35(3), 41-45. https://CNKI:SUN:JFJW.0.2012-03-010.

Received: 07/06/2022 
Accepted: 08/27/2022  
Published: 09/24/2022   

Jingwei Tang is an ELT doctoral candidate at Graduate School of Human Scoences of Assumption University, Thailand. She is also a lecturer in the School of Foreign Languages at Chongqing Technology and Business University, China. Her professional interest include English Language Teaching and English for Specific Purposes.ORCID:

Prof. Dr. Joseph Foley is one of the Senior Lecturers in the Graduate School of Human Sciences, English Language Teaching Department at Assumption University, Thailand. Previously, he was the Head of English Language in the Department of English Language and Literature at the National University of Singapore. He was for many years the editor of the RELC Journal. His Publications are mainly in the area of Systemic Linguistics, Language Development, World Englishes, and the Common European Framework of Reference in Asian Context.  ORCID: